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THEME 20
0. Introduction.
1. Educational organisation in spain
2. Foreign languages. general
implications and criteria to be considered
in primary education .
3. Foreign languages. the common
european framework and main
considerations to be reflected in
the educational and curricular
projects and in lesson planning .
4. Theme overview.
5 . Bibliography.
Anexos (opcionales: ver cd)
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0. INTRODUCTION
When considering teaching foreign languages, findings on good practice show
clearly that a large and invaluable amount of activity is taking place in respect of:
Creating the conditions for good practice at transnational, national, local and
individual levels.
Preparing students and teachers for good practice in teacher education.
Supporting and exemplifying good practice through the creation of a languagesfriendly environment at school and through a range of teaching techniques and
materials.
Disseminating ideas on good practice and language teaching to a wider audience.
These include ideas for raising the profile of early languages learning in the public,
political and educational mind. From the widely varying evidence, it is clear that good
practice does not by itself constitute one conceptual methodology, but is better viewed as a
repertoire of measures on which teachers can draw as appropriate.
The European Commission, in the Promoting Language Learning and Linguistic
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Diversity: An Action Plan 2004-2006 (2003), has expressed its intent to extend, consolidate
and develop the early learning of one or more foreign or additional languages in each
of the EU member states.
Compulsory primary education in Spain lasts six years - catering for children aged
six to 12 years.
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In terms of education, the Constitution identifies a series of areas over which the State
has exclusive competence and others for which the Autonomous Communities may assume
responsibility. An Autonomous Community assumes 'full powers' over education when it
takes over all the regulatory and executive responsibilities not included within the State's
exclusive area of competence. Spain has recently completed this process of
decentralisation; by December 1999, all 17 Autonomous Communities had assumed full
powers over education, under the coordination of the, then, Ministry of Education and
Culture (MEC) at national level.
Curriculum
There are three levels of control of the curriculum, as follows:
a.
The official curriculum (or basic curricular design, Royal Decree 126/2014 of
February 28th for the National Official curriculum for Primary Education), determined both
at the national and the Autonomous Community level. The official curriculum sets out
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Curricular plans define the actual curriculum which is delivered in school. They
must state the educational aims for each of the different stages and levels, the
content to be taught in each of them, as well as the methodological and
assessment criteria
c.
Class programmes, in which the individual teacher adapts the school's curricular plan to
meet the needs of the children in his/her class. Every teacher has some discretion for setting
concrete standards for his/her class.
Curriculum content
The statutory minimum core curriculum requirements specify that the following 'areas of
knowledge' must be studied at compulsory primary level (children aged six to 12 years):
Spanish Language and Literature (and the co-official language and literature of the
Autonomous Community -Valencian Language and Literature.)
Mathematics.
Natural Science.
Social Science.
Physical Education.
Under current reform proposals, the study of a foreign language will become
compulsory nationwide from age six and it can be added a second foreign language in
the third cycle whenever the Autonomous Communities authorized it. In addition to
foreign languages, special emphasis is also being placed on the command of ICTs and
cultural aspects both especially related to foreign languages area of learning.
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The basic principle derived of this position is the need to learn a language by using
it in communicative contexts which should be as much realistic as possible and
meaningful for the learners. These communicative contexts should facilitate communicative
language acts that imply the needing to communicate something to others and to interact
with them as a mean of socializing with a real purpose.
The learning contents are grouped into sections related with four learning contexts:
Section 1: Oral comprehension: listening.
Section 2: Oral expression and interaction: speaking.
Section 3: Written comprehension: reading.
Section 4: Written expression and interaction: writing.
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ASSESSMENT
The minimum core curriculum includes basic guidelines for assessment, which is
regarded as an integral part of the curriculum.
Global: covering the entire range of abilities set out in the general objectives for
primary education and in the assessment criteria for the various 'areas of
knowledge'.
Assessment at this level should also serve to determine any special needs attention
required by children. The identification of any difficulties through assessment could result in
the introduction of Individual Curricular Adaptations (ACIs) for some.
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The National Curriculum for the Teaching of English in Spain (Royal Decree
126/2014 of February 28th) refers to the fact that learners need English both for
educational, vocational and recreational purposes. Spanish teachers/learners of
English need therefore to be made aware of the importance of context for language use
and be prepared to adapt English to any given situation.
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2. 3. ASSESSMENT
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The Common European Framework, which has been elaborated by the Modern
Languages Division of the Council of Europe (2001), provides a common basis for the
elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc.
across Europe. It describes in a comprehensive way what language learners have to learn to
do in order to use a language for communication and what knowledge and skills they have to
develop so as to be able to act effectively. The description also covers the cultural context in
which language is set. The Framework also defines the levels of proficiency which allow
learners progress to be measured at each stage of learning and on a life-long basis.
The Common European Framework is intended to overcome the barriers to
communication among professionals working in the field of modern languages arising
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from the different educational systems in Europe. It provides the means for educational
administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reflect on
their current practice, with a view to situating and co-ordinating their efforts and to
ensuring that they meet the real needs of the learners for whom they are responsible.
By providing a common basis for the explicit description of objectives,
content and methods, the Framework will enhance the transparency of courses,
syllabuses and qualifications, thus promoting international co-operation in the field of
modern languages. The provision of objective criteria for describing language proficiency will
facilitate the mutual recognition of qualifications gained in different learning contexts, and
accordingly will aid European mobility.
3. 2. PLURILINGUALISM
In recent years, the concept of plurilingualism has grown in importance in the Council
of Europes approach to language learning. Plurilingualism differs from multilingualism, which is the knowledge of a number of languages, or the co-existence of different
languages in a given society.
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3. 3. AN ACTION-ORIENTED APPROACH
Accordingly, any form of language use and learning could be described as follows:
Competences are the sum of knowledge, skills and characteristics that allow a
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Act as a speaker, writer, listener or reader; the learner must be able to carry out a sequence of skilled actions.
The action to be taken with regard to learner mistakes and errors may be:
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e) Mistakes which are mere slips should be passed over, but systematic errors should
be eradicated;
f) Errors should be corrected only when they interfere with communication;
g) Errors should be accepted as transitional interlanguage and ignored.
Thus, we may assume that all young people in the European Union, whatever
their disability, whether educated in mainstream or segregated schools/streams, have
equal rights to foreign languages education according to provision of opportunity
and resources in their respective environments. Ensuring full access to foreign
language learning is fundamentally an issue of responding to diversity. Scientific
knowledge on cognition and learning, and insight into individual learning styles, has
advanced considerably in recent years. In addition, the teaching profession has focused on
designing methodologies so that language learning suits a range of diverse language
learning styles.
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prominence during the shift towards inclusion of SEN pupils into mainstream education.
The IEP allows those responsible for the individual, and the individual him/herself, to
design an adapted educational plan specific to the persons abilities and disabilities.
Quality foreign language teaching practice for pupils with SEN requires
methodologies which are equally good for non-SEN pupils alongside specific
interventions according to the profile of attitudes, aptitudes, and needs in the
individuals IEP. Across the board, these methods require enhanced multi-sensory input
and adaptive support.
The aim of teaching foreign languages to pupils with special needs goes
beyond preparing him/her to have a specific level of communicative competence in order to
use a target language in professional and personal life. SEN pupils can and do achieve
high levels of foreign language competence, but there are those who do not. However,
these lower level achievers are able to achieve other benefits, relating to personal and
educational development, alongside possible modest linguistic achievements. To
encourage a pupil to bypass foreign language learning because of low foreign language
communicative performance expectations is to deny him/her access to these benefits which
link directly to European citizenship.
Pupils with special needs are only one part of the diversity jigsaw to which the foreign
language learning systems will need to further adapt leading to benefits for all.
4. THEME OVERVIEW
In Spain, after the proposals derived from the latest educational reform and from the
Council of Europe educational orientations, some changes have been made into the primary
curriculum to implement the importance of beginning to learn foreign languages at early ages,
officially in the first cycle of primary education, although in infant education they have
the first contact with the foreign language.
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If children are to pick up English in a natural way, their early classroom experience
should be essentially in English and language should ideally be acquired in a similar way
to the bilingual child with the teacher taking a similar role to the bilingual parent.
This means learning the foreign language through the learning process itself in a
communicative way. At primary stage, according to the National Curriculum, children are
learning:
to communicate / to learn
routines, social skills, etc of how children acquire language and of the general
curriculum in all areas;
equipment and affective a teacher who brings confidence, affection, security, interest
and enjoyment to learning and who respects each childs learning process and rhythm.
Finally, we can list the items which characterize a good elementary school in foreign
language teaching:
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The content of the elementary school curriculum is integrated with language learning.
The target culture is an integral part of instruction and is coordinated with the social
studies program.
BIBLIOGRAPHY :
- THE ORGANIC ACT OF EDUCATION (Ley Orgnica 2/2006 de 3 de Mayo de 2006, de Educacin LOE)
- THE ORGANIC ACT ON QUALITY OF EDUCATION (8/2013 of 9th of December.)
-
The Royal Decree 126/2014 of February 28th, which stablish the curriculum in Primary Education
http://ec.europa.eu/education/policies/lang/doc/com596_es.pdf
-
THE COMMON EUROPEAN FRAMEWORK. Complete text of the CEF, interactive version.
http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp
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